Читать книгу The Concise Encyclopedia of Applied Linguistics - Carol A. Chapelle - Страница 164

Why do we test writing? Green (2014) distinguishes between proficiency assessment and educational assessment. A proficiency test is not tied to a specific curriculum but is intended to give an overall assessment of language ability, often to predict how well students will function in academic or work settings. Writing tests are frequently included as part of a language proficiency test such as the Test of English as a Foreign Language Internet‐Based Test (TOEFL iBT®) or International English Language Testing System (IELTS). Educational assessments take place in the context of a given educational program and comprise several types of tests. A placement test is used to determine where a student fits in a given curriculum. In a general language program writing tests are often used in combination with tests of other language skills for placement; however, writing tests are also widely used in the USA and other countries to place students into first‐year composition courses at the university level (see White, 1994). Diagnostic and achievement tests tend to be (although are not always) classroom‐based assessments; diagnostic tests are used to identify specific areas of strength and weaknesses, while achievement tests are used to determine whether students have mastered specific skills or knowledge that has been taught.

The remainder of the entry is organized as follows. First is a discussion on the nature of writing in a second language. Next follows a discussion on research and practical considerations in designing writing assessments, particularly as they relate to task design and scoring procedures. Finally, there is a discussion on some recent trends in writing assessment.